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Cited by 826Mobile Learning in EducationDigital literacy in educationTechnology-Enhanced Education Studies

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Open access
Timotheou, Stella, Miliou, Ourania, Dimitriadis, Yiannis, Sobrino, Sara Villagrá, Giannoutsou, Nikoleta, Cachia, Romina, Monés, Alejandra Martínez, Ioannou, Andri·2023·Education and Information Technologies
DOI 10.1007/s10639-022-11431-8PMC PMC9684747
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Abstract

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

Integrity signals

Registry

Crossref · 10.1007/s10639-022-11431-8

Cites

95 of 95 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

30 of 172 cited sources checked · 19 supported · 0 flagged · accuracy not yet measured

  • Findingcitation

    ICT use yields positive learning gains in metacognitive learning outcomes.

    “metacognitive learning outcomes (Verschaffel et al., 2019)”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Verschaffel et al., 2019 source

      Section 3.2 reports positive metacognitive learning effects in mathematics environments combining ICT with metacognitive guidance. It also cautions that several study designs could not establish the added value of that combination over ICT alone, so the review does not establish that ICT use by itself yields those gains. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
  • Findingcitation

    ICT use yields positive learning gains in computational thinking skills.

    “literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Lu et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Su & Yang, 2022 source

      Section 3.1 reports that Google’s Teachable Machine enhanced children’s learning and computational thinking, supporting a positive gain for that specific technology. The review does not establish that ICT use generally yields such gains; its reported finding concerns a machine-learning tool used with young children in a non-school setting. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites Su et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Findingcitation

    Sung et al. (2016) reported a moderate effect on students' performance from using mobile devices in the classroom compared with desktop computers or no mobile devices.

    “Sung et al. (2016) reported a moderate effect on students' performance from the use of mobile devices in the classroom compared to the use of desktop computers or the non-use of mobile devices.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Sung et al. (2016) source
  • Premisecitation

    The COVID-19 pandemic compelled teaching at all education levels to shift online.

    “These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Daniel, 2020 source
      Experimental — accuracy not yet measured
  • Findingcitation

    ICT use yields positive learning gains in literacy skills.

    “literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Lu et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Su & Yang, 2022 source

      The review reports that AI toys improved young children’s related literacy skills (research summary in §4.2) and that teaching supported by intelligent tutoring systems improved English reading skills (§3.1). These findings support positive gains for particular AI-based activities in early childhood education, but not the broader claim that ICT use generally yields literacy gains. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites Su et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

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    Findingcitation

    ICT programs improve flow of information from school to parents; use of learning management systems, emails, websites, mobile phones allows personalized information exchange (attendance, assignments, events, grades), generating positive results on students' learning outcomes and attainment, and prompting parents to encourage children's schoolwork.

    “Escueta et al. (2017) reported several ICT programs that had improved the flow of information from the school to parents. Particularly, they documented that the use of ICTs (learning management systems, emails, dedicated websites, mobile phones) allowed for personalized and customized information exchange between schools and parents, such as attendance records, upcoming class assignments, school”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Escueta et al., 2017 source

      Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

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    Findingcitation

    There is a strong positive association between teachers' computer skills and students' use of computers.

    “Delgado et al. (2015), meanwhile, reported studies that showed a strong positive association between teachers’ computer skills and students’ use of computers.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Delgado et al., 2015 source

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    Findingcitation

    Comfort levels in using technology are an important predictor of technology integration; appropriate training and ongoing support are essential until teachers are comfortable with ICT in the classroom.

    “Archer et al. (2014) found that comfort levels in using technology are an important predictor of technology integration and argued that it is essential to provide teachers with appropriate training and ongoing support until they are comfortable with using ICTs in the classroom.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Archer et al., 2014 source

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    Findingcitation

    Insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools.

    “Sung et al. (2016) found that research on the use of mobile devices to support learning tends to report that the insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Sung et al., 2016 source

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    Premisecitation

    Insufficient technology access and inadequate technical support act as major obstacles to integrating ICT.

    “Delgado et al. (2015) reported that limited access to technology (insufficient computers, peripherals, and software) and lack of technical support are important barriers to ICT integration.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Delgado et al., 2015 source

  • Classified as probably not a substantial claim.

    Premisecitation

    Some authors argue that technology's educational impact hinges on multiple factors rather than on the technology alone.

    “Based on these findings, several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites Tamim et al., 2011 source
    • cites Higgins et al., 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Archer et al., 2014 source

  • May combine two claims.

    Findingown data

    The review identified several dimensions of digital technology impact: students' knowledge, skills, and attitudes; equality, inclusion, and social integration; teachers' professional and teaching practices; and other school-related aspects and stakeholders.

    “The study’s results identified multiple dimensions of the impact of digital technologies on students’ knowledge, skills, and attitudes; on equality, inclusion, and social integration; on teachers’ professional and teaching practices; and on other school-related aspects and stakeholders.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The analysis found various factors that may influence schools' digital capacity and transformation, including digital competencies, teachers' personal characteristics and professional development, school leadership and management, administration, and infrastructure.

    “The data analysis indicated various factors that might affect the schools’ digital capacity and transformation, such as digital competencies, the teachers’ personal characteristics and professional development, as well as the school’s leadership and management, administration, infrastructure, etc.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Access to computer-assisted instruction programs in simulation or tutorial modes, used to supplement rather than replace instruction, could improve student learning.

    “Specifically, the author reported that access to computer-assisted instruction (CAI) programs in simulation or tutorial modes—used to supplement rather than substitute instruction – could enhance student learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eng (2005)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    ICT use produced additional positive outcomes for students, including greater attention, engagement, motivation, communication and process skills, teamwork, and improved behaviour toward learning.

    “The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Balanskat et al. (2006)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

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    Findingcitation

    Kalati and Kim (2022) found that among 53 studies, 34 supported positive effects of touchscreen devices on children's learning, 17 had mixed findings, and two reported negative effects.

    “Specifically, from 53 studies, 34 advocated positive effects of touchscreen devices on children’s learning, 17 obtained mixed findings and two studies reported negative effects.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kalati and Kim (2022) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Skills training on digital technologies is essential for learners to fully exploit benefits of instruction.

    “Higgins et al. (2012) reported that skills training about the use of digital technologies is essential for learners to fully exploit the benefits of instruction.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Higgins et al., 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Students face challenges with tablets and smart mobile devices due to technical issues, expertise needed, and distracting nature, highlighting need for teachers' professional development.

    “Tamim et al. (2015) reported that students faced challenges when using tablets and smart mobile devices, associated with the technical issues or expertise needed for their use and the distracting nature of the devices and highlighted the need for teachers’ professional development.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Tamim et al., 2015 source

  • May combine two claims.

    Findingcitation

    Effective use of ICTs and broadband data transmission help improve school administration, providing better management systems to schools with data gathering procedures.

    “There is evidence that the effective use of ICTs and the data transmission offered by broadband connections help improve administration (Balanskat et al., 2006). Specifically, ICTs have been found to provide better management systems to schools that have data gathering procedures in place.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Balanskat et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Online assessment via ICTs benefits instruction by supporting digitalization of student work, enabling immediate feedback and readjustment, improving technical quality of tests, and creating new methods for testing skills like problem-solving, meta-cognition, creativity, communication, and group work.

    “Moreover, online assessment via ICTs benefits instruction. In particular, online assessments support the digitalization of students’ work and related logistics, allow teachers to gather immediate feedback and readjust to new objectives, and support the improvement of the technical quality of tests by providing more accurate results. Additionally, the capabilities of ICTs (e.g., interactive media,”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Punie et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Use of mobile devices by students enables teachers to deliver content, provide scaffolding, and facilitate synchronous collaborative learning.

    “Friedel et al. (2013) found that the use of mobile devices by students enabled teachers to successfully deliver content (e.g., mobile serious games), provide scaffolding, and facilitate synchronous collaborative learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Friedel et al., 2013

  • May combine two claims.

    Findingcitation

    Use of digital technologies in education has a positive effect on teachers' basic ICT skills, with greatest impact on teachers with enough experience and/or recent development courses.

    “Balanskat et al. (2006) documented studies that revealed that the use of digital technologies in education had a positive effect on teachers’ basic ICT skills. The greatest impact was found on teachers with enough experience in integrating ICTs in their teaching and/or who had recently participated in development courses for the pedagogical use of technologies in teaching.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Balanskat et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    The role of ICT in inclusion and the design of pedagogical and technological interventions is not sufficiently explored in educational interventions with people with special needs.

    “Istenic Starcic and Bagon (2014) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Istenic Starcic and Bagon, 2014 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Game-based learning has no difference in impact between boys and girls; both equally benefit in STEM domains.

    “Arztmann et al. (2022) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Arztmann et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Evidence on the effects of intensive computer use on gender differences in computer anxiety, self-efficacy, and self-confidence is limited and low-quality; intensive use can reduce gender differences in some areas and not others depending on contextual and implementation factors.

    “results from a systematic review by Cussó-Calabuig et al. (2018) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence. Based on their view, intensive use of computers can reduce gender differences in some areas and not in others, depending on contextual and implementation factors.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cussó-Calabuig et al., 2018 source

  • May combine two claims.

    Findingcitation

    ICT increases efficiency in lesson planning and preparation by enabling more collaborative approaches among teachers; sharing curriculum plans and analyzing student data leads to clearer target settings and improved reporting to parents.

    “Furthermore, ICT can increase efficiency in lesson planning and preparation by offering possibilities for a more collaborative approach among teachers. The sharing of curriculum plans and the analysis of students’ data led to clearer target settings and improvements in reporting to parents (Balanskat et al., 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Balanskat et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    ICT use in schools impacts attendance monitoring, assessment records, reporting to parents, financial management, creation of learning resource repositories, and information sharing among staff; such data can be used for self-evaluation and monitoring leading to school improvements.

    “Condie and Munro (2007) reported impacts from the use of ICTs in schools in the following areas: attendance monitoring, assessment records, reporting to parents, financial management, creation of repositories for learning resources, and sharing of information amongst staff. Such data can be used strategically for self-evaluation and monitoring purposes which in turn can result in school improve”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Condie and Munro, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    One-to-one laptop programs have a statistically significant positive interaction with gender; both girls and boys benefit, but the effect on girls' achievement is smaller than on boys'.

    “Zheng et al. (2016) reported a statistically significant positive interaction between one-to-one laptop programs and gender. Specifically, the results showed that girls and boys alike benefitted from the laptop program, but the effect on girls’ achievement was smaller than that on boys’.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Zheng et al., 2016 source

  • May combine two claims.

    Findingcitation

    ICTs provide more efficient and successful examination management procedures, including less time-consuming reporting than paper-based exams and smooth electronic data exchange between schools and examination authorities.

    “Furthermore, ICTs provided more efficient and successful examination management procedures, namely less time-consuming reporting processes compared to paper-based examinations and smooth communications between schools and examination authorities through electronic data exchange (Punie et al., 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Punie et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Tablet use in a student-centered context produces a significant moderate effect on learning, greater than in teacher-led environments.

    “Tamim et al. (2015) compared two different pedagogical uses of tablets and found a significant moderate effect when the devices were used in a student-centered context and approach rather than within teacher-led environments.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Tamim et al., 2015 source

  • May combine two claims.

    Findingcitation

    While teachers' use of ICT is high, 75% stated they needed more institutional support and a shift in mindset of educational actors to achieve more innovative teaching practices.

    “Ferrari et al. (2011) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ferrari et al., 2011 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Learning is best supported when students are engaged in active, meaningful activities with technological tools that provide cognitive support.

    “Schmid et al. (2014) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Schmid et al., 2014 source

  • May combine two claims.

    Findingcitation

    Lack of teachers' knowledge and skills on technical and instructional aspects of ICT use, in-service training, pedagogy support, technical and financial support, and lack of motivation and encouragement are significant barriers to ICT integration in education.

    “Fu (2013) reported that the lack of teachers’ knowledge and skills on the technical and instructional aspects of ICT use in the classroom, in-service training, pedagogy support, technical and financial support, as well as the lack of teachers’ motivation and encouragement to integrate ICT on their teaching were significant barriers to the integration of ICT in education.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Fu, 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Success of a technology-enhanced intervention depends on both the technology and its characteristics and on the pedagogical strategies teachers choose; collaborative learning approach had the highest impact on learning gains among other approaches.

    “Garzón and Acevedo (2019) also emphasized that the success of a technology-enhanced intervention is based on both the technology per se and its characteristics and on the pedagogical strategies teachers choose to implement. For instance, their results indicated that the collaborative learning approach had the highest impact on students’ learning gains among other approaches (e.g., inquiry-based”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Garzón and Acevedo, 2019 source

  • May combine two claims.

    Findingcitation

    Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for digital transformation of education systems.

    “Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for the digital transformation of education systems (Ređep, 2021).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ređep, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Provision of technical support, motivation support, and training on how technologies benefit teaching and learning can eliminate barriers to ICT integration.

    “The same author reported that the provision of technical support, motivation support (e.g., awards, sufficient time for planning), and training on how technologies can benefit teaching and learning can eliminate the above barriers to ICT integration.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bingimlas, 2009 source

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Findingcitation

    Principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school's technological maturity.

    “To achieve this, principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school’s technological maturity (European Commission, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites European Commission, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Findingcitation

    School leaders need to create conditions in which school staff is empowered to experiment and take risks with technology.

    “Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Elkordy & Lovinelli, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Positive impacts occur when digital technologies are used to enhance teachers' existing pedagogical philosophies.

    “Trucano (2005) argued that positive impacts occur when digital technologies are used to enhance teachers’ existing pedagogical philosophies.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Trucano, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Only 39% of teachers in the European Union reported being well or very well prepared to use digital technologies for teaching, despite schools being open to innovative practices and having capacity to adopt them.

    “Results obtained from the Teaching and Learning International Survey (TALIS) (OECD, 2021) revealed that although schools are open to innovative practices and have the capacity to adopt them, only 39% of teachers in the European Union reported that they are well or very well prepared to use digital technologies for teaching.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites OECD, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Pedagogical resources used to complement lectures and pedagogical approaches applied are crucial to effective integration of AR on students' learning gains.

    “Garzón et al. (2020) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Garzón et al., 2020 source

  • May combine two claims.

    Findingcitation

    The way teachers are introduced to ICTs affects the impact of digital technologies on education; teachers may avoid using digital technologies due to limited digital skills or prefer familiar 'safe' technologies.

    “It is worth noting that the way teachers are introduced to ICTs affects the impact of digital technologies on education. Previous studies have shown that teachers may avoid using digital technologies due to limited digital skills (Balanskat, 2006), or they prefer applying “safe” technologies, namely technologies that their own teachers used and with which they are familiar (Condie & Munro, 2007).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Balanskat, 2006
    • cites Condie & Munro, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Findingcitation

    Policy support and leadership must include provision of an overall vision for digital technology use, guidance for students and parents, logistical support, and teacher training.

    “Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Conrads et al., 2017

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    The principal's enthusiasm and work is a source of inspiration for school staff and students to cultivate a culture of innovation and establish sustainable digital change.

    “Condie and Munro (2007) emphasized the importance of the principal’s enthusiasm and work as a source of inspiration for the school staff and the students to cultivate a culture of innovation and establish sustainable digital change.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Condie and Munro, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Reviewed studies most often examined literacy and STEM, frequently using national test data, whereas other areas like social studies were rarely studied.

    “These were the most common subjects studied in the reviewed papers often drawing on national testing results, while studies that investigated other subject areas, such as social studies, were limited (Chauhan, 2017; Condie & Munro, 2007).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Chauhan, 2017 source
    • cites Condie & Munro, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingnone given

    ICT effects on student achievement are well studied, but areas like equality, inclusion, and social integration have drawn less attention.

    “While the impact of ICTs on student achievement has been thoroughly investigated by researchers, other aspects related to school life that are also affected by ICTs, such as equality, inclusion, and social integration have received less attention.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingcitation

    Research trends moved from computers, simulations, and interactive boards in 2005, to learning platforms, then mobile devices and digital games, e-books, and more recently AR/VR, robotics, and AI.

    “Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005; Liao et al., 2007; Moran et al., 2008; Tamim et al., 2011), moving towards the use of learning platforms (Jewitt et al., 2011), then to the use of mobile devices and digital games”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Eng, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Liao et al., 2007 source
    • cites Moran et al., 2008 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Recent research has begun to examine how emerging tools like AR, VR, robotics, and AI affect education.

    “The impact of emerging technologies on education, such as AR, VR, robotics, and AI has also been investigated recently, but more work needs to be done.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    Research is sparse for subjects including geography, history, arts, music, and design and technology.

    “Future research could also focus on assessing the impact of digital technologies on various other subjects since there is a scarcity of research related to particular subjects, such as geography, history, arts, music, and design and technology.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Digitalization affects many areas of a school's development.

    “and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Delcker & Ifenthaler, 2021 source

  • May combine two claims.

    Premisecitation

    Online teaching sped up the adoption of digital technologies and prompted questions about the process, nature, extent, and effectiveness of digitalization in schools.

    “Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021; König et al., 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Cachia et al., 2021; König et al., 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Education systems around the world have raised their spending on integrating information and communication technology and have put ICT integration high on their policy agendas.

    “education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018) and prioritized their educational agendas to adapt strategies or policies around ICT integration (European Commission, 2019).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites European Commission, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Integrating digital technologies is a complex and ongoing process that affects various actors in the school ecosystem.

    “Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem (Eng, 2005)”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Eng, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Many schools showed limited experience and weak digital capacity, leading to wider gaps, inequalities, and learning losses.

    “Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses.”
    • Also stated in: § Introduction · boosted
      “Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses (Blaskó et al., 2021; Di Pietro et al, 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Blaskó et al., 2021; Di Pietro et al, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Despite spending on technology in schools, the results have not been encouraging and the intended outcomes have not been reached.

    “Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015; Lawrence & Tar, 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Delgado et al., 2015; Lawrence & Tar, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    These factors are interlinked and are important in the digital transformation process.

    “These factors are interconnected and play a vital role in the digital transformation process.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The impact of ICT integration in schools goes beyond students' performance in school subjects, affecting equality and social integration, professional and teaching practices, and diverse stakeholders.

    “The above findings suggest that the impact of ICT integration in schools goes beyond students’ performance in school subjects. Specifically, it affects a number of school-related aspects, such as equality and social integration, professional and teaching practices, and diverse stakeholders.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Digital technologies have many types with different affordances, evolve over time, and are linked to different pedagogies and policy initiatives, which are critical factors in studying impact.

    “Additionally, based on the results of the literature review, there are many types of digital technologies with different affordances (see, for example, studies on VR vs Immersive VR), which evolve over time (e.g. starting from CAIs in 2005 to Augmented and Virtual reality 2020). Furthermore, these technologies are linked to different pedagogies and policy initiatives, which are critical factors in”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    ICT use strengthens and formalizes joint planning among teachers and with managers, which then improves teaching practices.

    “There is evidence that ICT increases and formalizes cooperative planning between teachers and cooperation with managers, which in turn has a positive impact on teaching practices (Balanskat et al., 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Balanskat et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Students' socioeconomic status and cultural surroundings influence their educational outcomes.

    “In this regard, the socio-economic background of the learners and their socio-cultural environment also affect educational achievements (Punie et al., 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Punie et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    Many actors shape how digital technologies affect education, and that influence reaches across the school ecosystem.

    “Looking at the findings of the above studies, we can conclude that the impact of digital technologies on education is influenced by various actors and touches many aspects of the school ecosystem.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    In the pandemic, younger students required more parental help and direction, and difficulties were worse in households where parents had less education and few digital skills.

    “The data showed that younger pupils needed additional support and guidance from parents and the challenges were greater for families in which parents had lower levels of education and little to no digital skills.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites European Commission, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Inadequate classroom technical support and poor school-wide resources are major obstacles that deter teachers from using ICT.

    “Bingimlas (2009) reported that lack of technical support in the classroom and whole-school resources (e.g., failing to connect to the Internet, printers not printing, malfunctioning computers, and working on old computers) are significant barriers that discourage the use of ICT by teachers.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bingimlas, 2009 source

  • May combine two claims.

    Premisecitation

    The rapid move to remote and online instruction created quality and equity problems, raising risks of wider learning, digital, and social gaps and leaving teachers struggling to cope.

    “The sudden large-scale shift to distance and online teaching and learning also presented challenges around quality and equity in education, such as the risk of increased inequalities in learning, digital, and social, as well as teachers facing difficulties coping with this demanding situation (European Commission, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites European Commission, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationnone given

    Digital transformation of schools involves organizational improvements in internal workflows, communication among stakeholders, and potential for collaboration.

    “The digital transformation of schools involves organizational improvements at the level of internal workflows, communication between the different stakeholders, and potential for collaboration.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Home computer use boosted students' confidence and led them to use computers more often at school than peers lacking home access.

    “Trucano documented that the use of computers at home positively influenced students’ confidence and resulted in more frequent use at school, compared to students who had no home access (Trucano, 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Trucano, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    State-led programs and training raised teachers' enthusiasm and favorable views of ICT, resulting in regular use of embedded ICT.

    “Specifically, Balanskat et al. (2006) reported that government interventions and training programs increased teachers’ enthusiasm and positive attitudes towards ICT and led to the routine use of embedded ICT.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Balanskat et al., 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Regular ICT use and instructional laptop use by students help build their digital competencies.

    “For example, the frequent use of ICTs and the use of laptops by students for instructional purposes positively affect the development of digital competencies (Zheng et al., 2016)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Zheng et al., 2016 source

  • May combine two claims.

    Interpretationreasoning

    The influences on digital technology's educational impact are linked and are central to transformation.

    “These factors are interconnected and play a vital role in the transformation process.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Study design and conductreasoning

    Meta-analyses measure impact in ways shaped by policy or research goals, while literature reviews draw extra insight from qualitative work based on self-reports and researchers' views.

    “For instance, in a meta-analysis, the impact among the studies investigated is measured in a particular way, depending on policy or research targets (e.g., results from national examinations, pre-/post-tests). Meanwhile, in literature reviews, qualitative studies offer additional insights”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Meta-analyses and reviews include studies of differing kinds, reflecting varied research methods and data collection procedures.

    “Furthermore, the nature of the studies included in meta-analyses and reviews is different as they are based on different research methodologies and data gathering processes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The concept of digital technologies is in flux because technologies differ from one another and change over time.

    “Furthermore, the concept of digital technologies is a concept in flux as technologies are not only different among them calling for different uses in the educational practice but they also change through time.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    School digital transformation is complex, demanding broad changes and prior digital capacity and readiness.

    “Digital transformation is a complex process that requires large-scale transformative changes that presuppose digital capacity and preparedness.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductown data

    The review's findings came from a non-systematic literature search that gathered documents from selected databases.

    “The study results were based on a non-systematic literature review grounded on the acquisition of documentation in specific databases.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning

    Evidence on ICT integration effects was taken from meta-analyses and reviews, and it rested largely on those studies' overall conclusions.

    “Also, the study drew information from meta-analyses and literature reviews to acquire evidence about the effects of ICT integration in schools. Such evidence was mostly based on the general conclusions of the studies.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    It was challenging to draw causal relationships between many interrelating variables.

    “As a result, it was challenging to draw causal relationships between so many interrelating variables.”
    Quote in the paperSubstantial claim
71 of 71

  • The paper relies on this without support.

    Better broadband connectivity in schools raises both the amount and quality of educational activities.

    “Particularly, a high-quality broadband connection in the school increases the quality and quantity of educational activities.”

  • The paper relies on this without support.

    Data in digital form shapes what is known about schools and can change educational practice.

    “There is evidence that digital data affects the production of knowledge about schools and has the power to transform how schooling takes place.”

  • The paper relies on this without support.

    Quantifying information into data has become central to decisions that rely on accountability reports of school quality.

    “In this regard, practices, such as datafication which refers to the “translation of information about all kinds of things and processes into quantified formats” have become essential for decision-making based on accountability reports about the school’s quality.”

  • The paper relies on this without support.

    The socio-economic context of a school is closely related to its digital transformation.

    “The socio-economic context of the school is closely related to a school’s digital transformation.”

  • The paper relies on this without support.

    Emergency periods affect the digitalization of schools.

    “Emergency periods also affect the digitalization of schools.”

  • The paper relies on this without support.

    Digital technologies hold great promise for bringing about fundamental school improvement.

    “Digital technologies offer immense potential for fundamental improvement in schools.”
6 of 6

Cites

Flagged first, then by citations

5 of the 100 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

  1. Bocconi, S., & Lightfoot, M. (2021). Scaling up and integrating the selfie tool for schools’ digital capacity in education and training systems: Methodology and lessons learnt. European Training Foundation. https://doi.org/10.2816/907029,JRC123936. Accessed 30 June 2022. · DOI
  2. Condie, R., & Munro, R. K. (2007). The impact of ICT in schools-a landscape review. Retrieved 30 June 2022 from: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/33_impact_ict_in_schools.pdf
  3. Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635–650.
  4. Fielding, K., & Murcia, K. (2022). Research linking digital technologies to young children’s creativity: An interpretive framework and systematic review. Issues in Educational Research, 32(1), 105–125. Retrieved 30 June 2022 from http://www.iier.org.au/iier32/fielding-abs.html
  5. Pihir, I., Tomičić-Pupek, K., & Furjan, M. T. (2018). Digital transformation insights and trends. In Central European Conference on Information and Intelligent Systems (pp. 141–149). Faculty of Organization and Informatics Varazdin. Retrieved 30 June 2022 from https://www.proquest.com/conference-papers-proceedings/digital-transformation-insights-trends/docview/2125639934/se-2

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Authors
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A.
Affiliations
  • Cyprus University of Technology (CY)
  • Universidad de Valladolid (ES)
  • European Commission (BE)
Corresponding author
Ioannou, Andri
ORCID
Ioannou, Andri
Venue
Education and Information Technologies
Publisher
Springer Science and Business Media LLC
Published
2022-11-21
Volume
28
Issue
6
Pages
6695-6726
ISSN
  • 1360-2357 (ISSN-L)
  • 1573-7608
DOI
10.1007/s10639-022-11431-8
PMC
PMC9684747
OpenAlex
W4309777554
Semantic Scholar
4447bd895dc715a37b1114043f0702916d878f55
Cited by
816
References
100
Citations by year
2026: 242 · 2025: 337 · 2024: 213 · 2023: 32
FWCI
188.36
Type
journal article
Language
en
Open access
Licence
Locations
  • Education and Information Technologies (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • Ktisis at Cyprus University of Technology (Cyprus University of Technology) (submittedVersion, cc-by-nc-nd)
Topics
  • Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
  • Physical Sciences › Computer Science › Information Systems › Digital literacy in education
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
digital technologies in education, digital transformation of schools, ICT integration in schools, COVID-19 pandemic, school digitalization, educational inequality, learning loss, school stakeholders

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read under definition version 3 (extract-v3) on 2026-09-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-28.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

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